TOEFL, iBT, Independent Writing, eating out on a regular basis or eating at home and seldom go out to eat -rewrite-

Writing Topic

Many people like to eat in restaurants on a regular basis. Others would rather eat at home, except on rare occasions. Which approach to dining habits do you choose and why? Support your essay with details and examples.

☆Hints for points

Eating at home:

1.    healthy

2.    economical

3.    relaxing

4.    flavor of Mom’s cooking / passing down culture and tradition

5.    Eating out only once in a while will make the event more enjoyable ( “spice of life”, “less is more”)

Counterargument: It takes time to cook.

Counter-counterargument: A simple but well-balanced meal takes only 15-40 minutes to prepare. Also, cooking helps you get refreshed because you use the different part of your brain and, if you cook with someone else, you can interact with other human beings.

Eating out on a regular basis:

1.    saves time

2.    tastes better, more variety

3.    social life (people, manners)

4.    “spice up one’s life”

Counterargument: unhealthy

Counter-counterargument: health-conscious restaurants, good breakfast at home

☆Essay Structure

♦Sample Essay Structure in the case that you have two or three reasons to support your argument

【Introduction = Outline】　主張と理由の概要

【Point 1】理由1の詳細

【Point 2】理由2の詳細

【Point 3 / Counterargument-treatment】理由3の詳細または反論の処理

【Conclusion = Wrap-up】結論

♦Your Sample Essay Structure

【Introduction = Outline】

【Point 1】

【Point 2】

【Point 3 / Counterargument-treatment】

【Conclusion = Wrap-up】

Paragraph development

☆A paragraph of the body of an essay often develops its main idea as follows:

【Main Idea】 (主張)

【Explanation】 (主張の説明)

【Detail / Example in general】 (一般的な例)

【Specific Detail / Example】 (具体的な例)

【Follow-up / Counterargument-treatment】 (補足または反論の処理)

【Conclusion】 (結論)

Sample 1

【Main Idea】 Eating at home is better for your health than eating out.

【Explanation】 You can use fresh and safe ingredients.

【Detail / Example】 For example, when you prepare food, you buy ingredients at a store of your own choice right before you cook while restaurants often use frozen food.

【Specific Detail / Example】 This is especially true in seasoning. At home, you can make broth from real bones or fish and use fresh spices, but restaurants often use ready-made soup stock which may contain synthetic additives and preservatives.

【Follow-up / Counterargument-treatment】Of course, regulations on food have become tighter these days and eating out is not so unhealthy as before. However, businesses always prioritize cutting costs to make profits and at least you know what you are eating when you prepare dishes for yourself.

【Conclusion】 By cooking for yourself, you can make sure that you stay healthy.

Sample 2

【Main Idea】&【Explanation】 Eating out regularly livens up life because going out to eat in town is a fun activity.

【Detail / Example】Having a jolly conversation over lunch or dinner surrounded by other relaxed diners helps see people and life positively.

【Specific Detail / Example】Going to a familiar Chinese restaurant with your beloved makes you feel comfortable while trying a new Italian dish with your friends is exciting, and each of such times is a precious moment of life.

【Follow-up / Counterargument-treatment】This habit might seem to some morally wrong, but eating in restaurants on a regular basis does not mean going out to eat three times a day. Allowing oneself an hour of good mealtime a couple of times a week is neither an extravagance nor indulgence. It is a good practice.

【Conclusion】Man does not live to eat but eat to live.

♦Your Sample Paragraph Development

Choose one of the points of your essay structure, and develop it. You can either use or not use the form below. Starting with【Main Idea】 and 【Specific Detail / Example】, and then filling in other parts is one way to develop a point.

【Main Idea】

【Explanation】

【Detail / Example in general】

【Specific Detail / Example】

【Follow-up / Counterargument-treatment】 

【Conclusion】

国際教養AO入試 reference, global warming, the destiny of humanity

More than 2,000 academics call on world heads to do more to limit global warming

The Guardian   November 23, 2015
http://www.theguardian.com/environment/2015/nov/23/over-2000-academics-world-heads-do-more-limit-global-warming-noam-chomsky

国際教養AO入試 reference, state capitalism, state intervention (Syria, Kossobo), ISIS (ISIL), austerity (Greece), the future of the human race

Noam Chomsky on ISIS, his foreign policy critics, and why socialist ideas are “never far below the surface.”
Jacobin    November 23, 2015

https://www.jacobinmag.com/2015/11/noam-chomsky-interview-isis-syria-intervention-nato/

国際教養AO入試 reference, drone strikes, terrorism

Obama's drone war a 'recruitment tool' for Isis, say US air force whistleblowers
http://www.theguardian.com/world/2015/nov/18/obama-drone-war-isis-recruitment-tool-air-force-whistleblowers

国際教養AO入試 reference, human rights, discrimination, abuse and harassment

Mexico City's domestic workers: a life being treated as a lesser person

The Guardian   November 11, 2015
http://www.theguardian.com/cities/2015/nov/10/mexico-city-domestic-workers-life-lesser-person

TOEFL, iBT, Independent Writing, a new university in your community -rewrite-

☆Writing Topic

The government of your area has announced plans to build a large, new university. Some people think that your community would be a favorable location for the university; others disagree. Compare and discuss the good and bad consequences that might result from building a new university in your community. Use specific reasons and details to support your essay.

☆Let’s think

This question is made up of two parts: the premise and a direction. The first two sentences provide the premise of this topic, that is, a hypothetical plan to build a large, new university and the situation in which people separate on whether to support the plan. Therefore, your area is supposed to be both favorable and unfavorable for the university depending on the points of view. The third sentence is the direction. Since it says “compare and discuss the good and bad consequences, “ an essay referring to only good or bad points would not get a high score.

☆Hints for points

Good Consequences:

1. better access to information (library, audit program, extension school)

2. stimulation to the local economy (shops, apartments, construction of new facilities)

3. influx of young power (events, volunteering, interaction with the local people, younger population)

Bad Consequences:

1. loss of a large area of nature

2. heavier traffic

3. binge drinking

☆Essay Structure

♦Sample Essay Structure in the case that you have two or three reasons to support your argument

【Introduction = Outline】　The addition seems to have both positive and negative impacts on my society.

【Point 1】A new university would vitalize the economy and the overall morale of our community.

【Point 2】The atmosphere in the community may have some adverse changes.

【Point 3 / Counterargument-treatment】My hometown already has two universities and has few problems.

【Conclusion = Wrap-up】The community would be a little livelier and noisier than now.

♦Your Sample Essay Structure

【Introduction = Outline】

【Point 1】

【Point 2】

【Point 3】

【Conclusion = Wrap-up】

☆Paragraph Development

Paragraph development is a key to making your essay convincing. If a paragraph has only one sentence or two, it lacks some essential sentences such as supporting details (background information), or the main idea.

【Main Idea】 The atmosphere in the community may have some adverse changes.

【Transition】 There might be some environmental issues and concern about the increase of troublesome behaviors.

【Detail / Example】 For example, part of the large hill would be used to build the campus and a new town for the students and people who work there. The number of automobiles and the amount of garbage would increase. Also, the usual habit of some students such as staying up very late or getting drunk in the street may disturb their neighbors.

【Follow up】 However, most of these behaviors can be forgiven as lack of socialization and students will learn to behave in time.

【Conclusion】 The new university would bring about a loss of nature, which might disrupt the ecology in the area, and some rambunctious students, although this would not matter very much.

♦Your test paragraph development:

【Main Idea】

【Transition】

【Detail / Example】

【Follow up】

【Conclusion】

国際教養AO入試 reference, climate change, corportatocracy

Exxon Mobil Investigated for Possible Climate Change Lies by New York Attorney General
By JUSTIN GILLIS and CLIFFORD KRAUSSNOV. 5, 2015
http://www.nytimes.com/2015/11/06/science/exxon-mobil-under-investigation-in-new-york-over-climate-statements.html?_r=0
Obama rejects Keystone XL pipeline and hails US as leader on climate change

The Guardian   November 7, 2015
http://www.theguardian.com/environment/2015/nov/06/obama-rejects-keystone-xl-pipeline

中学生 英文法 主語（代名詞別） 疑問文・否定文 出だし表

主語（代名詞）別　疑問文(?)・否定文(not)出だし表
文の種類	意味	I	we	you (単・複）	he	she	it	they
《疑問文》
beV	～ですか？（～に）いますか？	Am I ～?	Are we ～?	Are you ～?	Is he ～?	Is she ～?	Is it ～?	Are they ～?
受動態: beV+過去分詞(-ed）	～されますか？	Am I  -ed ?	Are we -ed?	Are you -ed?	Is he -ed?	Is she -ed?	Is it -ed?	Are they -ed?
進行形  beV+現在分詞(-ing)	～しているところですか？	Am I -ing?	Are we -ing?	Are you -ing?	Is he -ing?	Is she -ing	Is it -ing?	Are they -ing?
be going to ～?	～する予定ですか？	Am I going to ～?	Are we going to ～?	Are you going to ～?	Is he going to ～?	Is she going to ～?	Is it going to ～?	Are they going to ～?
beV 過去形	～でしたか？（～に）いましたか？	Was I ～?	Were we ～?	Were you ～?	Was he ～?	Was she ～?	Was it ～?	Were they ～?
過去形 受動態: beV+過去分詞(-ed）	～されましか？	Was I -ed?	Were we -ed?	Were you -ed?	Was he -ed?	Was she -ed?	Was it -ed?	Were they -ed?
過去形 進行形  beV+現在分詞(-ing)	～しているところでしたか？	Was I -ing?	Were we -ing?	Were you -ing?	Was he -ing?	Was she -ing	Was it -ing?	Were they -ing?
過去形 be going to	～する予定でしたか？	Was I going to ～?	Were we going to ～?	Were you going to ～?	Was he going to ～?	Was she going to ～?	Was it going to ～?	Were they going to ～?
助動詞 can	～できますか？	Can I ～?	Can we ～?	Can you ～?	Can he ～?	Can she ～?	Can it ～?	Can they ～?
助動詞 must	～しなければなりませんか？	Must I ～?	Must we ～?	Must you ～?	Must he ～?	Must she ～?	Must it ～?	Must they ～?
助動詞 will	～するつもりですか？	Will I ～?	Will we ～?	Will you ～?	Will he ～?	Will she ～?	Will it ～?	Will they ～?
一般動詞	～しますか？	Do I ～?	Do we ～?	Do you ～?	Does he ～?	Does she ～?	Does it ～?	Do they ～?
過去形 一般動詞	～しましたか？	Did I ～?	Did we ～?	Did you ～?	Did he ～?	Did she ～?	Did it ～?	Did they ～?
現在完了形: have+過去分詞(-ed)	継続・完了・結果・経験ですか？	Have I -ed?	Have we -ed?	Have you -ed?	Has he -ed?	Has she -ed?	Has it -ed?	Have they -ed?
現在完了進行形: have+been+現在分詞(-ing)	進行中の動作が継続していますか？	Have I been -ing?	Have we been -ing?	Have you been -ing?	Has he been -ing?	Has she been-ing?	Has it been -ing?	Have they been -ing?
過去完了形: had+過去分詞(-ed)	継続・完了・結果・経験でしたか？	Had I -ed?	Had we -ed?	Had you -ed?	Had he -ed?	Had she -ed?	Had it -ed?	Had they -ed?
《否定文》
beV	～ではありません。（～に）いません。	I'm not   ～.	We aren't  ～.	You aren't ～.	He isn't  ～.	She isn't  ～.	It isn't  ～.	They aren't  ～.
受動態: beV+過去分詞(-ed）	～されません。	I'm not -ed.	We aren't -ed.	You aren't -ed.	He isn't -ed.	She isn't -ed.	It isn't -ed.	They are n't -ed.
進行形  beV +現在分詞(-ing)	～しているところではありません。	I'm not -ing.	We aren't -ing.	You aren't -ing.	He isn't -ing.	She isn't -ing.	It isn't -ing.	They aren't -ing.
be going to	～する予定ではありません。	I'm not going to  ～.	We aren't going to ～.	You aren't going to ～.	He isn't going to  ～.	She isn't going to ～.	It isn't going to ～.	They aren't going to ～.
過去形 beV	～ではありませんでした。（～に）いませんでした。	I wasn't  ～.	We weren't ～.	You weren't  ～.	He wasn't  ～.	She wasn't  ～.	It wasn't ～.	They weren't ～.
過去形 受動態: beV+過去分詞(-ed）	～されませんでした。	I wasn't -ed.	We weren't -ed.	You weren't -ed.	He wasn't -ed	She wasn't -ed.	It wasn't -ed.	They weren't -ed.
過去形 進行形 beV + not +現在分詞(-ing)	～しているところではありませんでした。	I wasn't -ing.	We weren't -ing.	You weren't -ing.	He wasn't -ing.	She wasn't -ing.	It wasn't -ing.	They weren't -ing.
過去形 be going to + not	～する予定ではありませんでした。	I wasn't going to ～.	We weren't going to ～.	You weren't going to ～.	He wasn't going to ～.	She wasn't goinh to ～.	It wasn't going to ～.	They weren't going to ～.
助動詞 can	～できません。	I can't (cannot) ～.	We can't (cannot)  ～.	You can't (cannot)  ～.	He can't (cannot)   ～.	She can't (cannot)  ～.	It can't (cannot)  ～.	They can't (cannot)  ～.
助動詞 must	～してはいけません。	I musn't  ～.	We musn't ～.	You musn't  ～.	He musn't ～.	She musn't ～.	It musn't ～.	They musn't ～.
助動詞 will	～するつもりではありません。	I won't  ～.	We won't ～.	You won't  ～.	He won't ～.	She won't ～.	It won't ～.	They won't ～.
一般動詞	～しません。	I don't ～.	We don't ～.	You don't  ～.	He doesn't ～.	She doesn't ～.	It doesn't ～.	They don't ～.
過去形 一般動詞	～しませんでした。	I didn't ～.	We didn't ～.	You didn't  ～.	He didn't ～.	She didn't ～.	I didn't ～.	They didn't ～.
現在完了形: have+過去分詞(-ed)	継続・完了・結果・経験ではありません。	I haven't -ed.	We haven't -ed.	You haven't  -ed	He hasn't -ed.	She hasn't -ed.	It hasn't -ed.	They haven't -ed.
現在完了進行形: have+been+現在分詞(-ing)	進行中の動作が継続していません。	I haven't been -ing.	We haven't been -ing.	You havn't been -ing.	He hasn't been -ing.	She hasn't been -ing.	It hasn't been -ing.	They haven't been -ing.
過去完了形: had+過去分詞(-ed)	継続・完了・結果・経験ではありませんでした。	I hadn't -ed.	We hadn't -ed.	You hadn't  -ed	He hadn't -ed.	She hadn't -ed.	It hadn't -ed.	They hadn't -ed.